9 results
Search Results
2. Integration of Smart Board Technology and Effective Teaching
- Author
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Min, Kathryn and Siegel, Christine
- Abstract
The proposed paper reports on the results of a study conducted to explore the influence of SMART Board technology on student engagement in and perception of classroom activities. Using momentary time-sampling procedures, this study examined differences in second grade students' on-task and off-task behaviors during 30-minute math and science lessons that did and did not include the use of a SMART Board. Student perceptions were measured via questionnaire. Observation results revealed that (a) effective teaching, without technology, can promote above-average levels of student engagement, (b) the integration of SMART Board technology can further increase on-task behavior, and (c) the combination of effective teaching and SMART Board technology can maintain high levels of student engagement throughout a multi-component lesson. Questionnaire results provided modest support for the use of the SMART Board to engage students. While none of the participants favored lessons without the SMART Board, only half rated their attention and participation higher in classes that included the SMART Board compared to those that did not. Further research is needed to determine if the integration of SMART Board technology and effective teaching enhances the engagement of students at other grade levels, of other demographic backgrounds, and in other subject areas.
- Published
- 2011
3. Workplace Education: Twenty State Perspectives
- Author
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National Commission on Adult Literacy and Parker, James T.
- Abstract
From 1989 until 1998 the U.S. Department of Education administered the National Workplace Literacy Demonstration Program. During that period, over $130 million supported some 300 projects where adult education programs partnered with thousands of businesses, agencies, and organizations to provide work-based skills to employees. While only seven state adult education programs were funded to provide statewide services, six of those states have continued support for these programs. Although workplace education services are not federally mandated, many additional states have also developed state-supported and state-directed workplace education programs. This Policy Brief describes eight aspects of workplace education programs in 20 states: Arkansas, California, Connecticut, Florida, Georgia, Indiana, Kentucky, Louisiana, Massachusetts, Minnesota, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Texas, Virginia, West Virginia, and Wisconsin. The aspects are: (1) how workplace programs are funded; (2) levels of effort for the past two years; (3) connections, partnerships, and/or strategic plans implemented by workplace education programs; (4) how states measure outcomes or determine success; (5) the nature of workplace education outcomes achieved; (6) challenges or barriers faced by states; (7) what the states consider to be the key elements of success in their workplace education efforts; and (8) what future policy options states would like to consider. This brief presents aggregated responses to the eight questions sorted by the state types, a set of seven policy options that are informed by the state responses, and overall conclusions of the findings. Three appendices are included: (1) Workplace Education State Profiles; (2) References and Resources; and (3) Questionnaire. (Contains 12 resources.) [This Policy Brief was developed for the August 20th meeting of the National Commission on Adult Literacy.]
- Published
- 2007
4. Inquiry-Based Instruction in Secondary Science Classrooms: A Survey of Teacher Practice
- Author
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Gejda, Linda M. and LaRocco, Diana J.
- Abstract
Background: For ten years, the National Science Education Standards (National Research Council, 1996) have served as the foundation for Connecticut's teacher certification in science and the expectations of teacher practice secondary science classrooms. Furthermore, beginning science teachers must demonstrate the ability to teach in an inquiry-based manner as part of their beginning teacher science portfolio. This ability is assessed through the science teaching portfolio that is part of the Beginning Educator Support and Training (BEST) program for all beginning science teachers; it requires candidates to demonstrate the ability to plan a two-week unit, teach the unit, and assess student learning. Despite Connecticut's history of assessing beginning secondary science teachers ability to teach in an inquiry based fashion, little was known about whether teachers who had been certified through the state's portfolio assessment process as capable of teaching continued to practice this model of instruction once they have been deemed qualified to do so. Purpose: The purpose of this investigation was to describe the extent to which secondary science teachers in Connecticut, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year: (a) reported practicing the indicators of inquiry-based instruction in the classroom and (b) the factors that they perceived facilitated, obstructed, or informed that practice. The indicators are based upon the "5E" model of inquiry (CSDE, 2001a) described by Lawson (1995) and adopted from Biological Sciences Curriculum Study (1992) 5E model (Trowbridge & Bybee, 1990). Data Collection and Analysis: Researcher developed questionnaire, "Inquiry-based Instruction in Secondary Science Classrooms: A Survey"; descriptive statistics. Findings: Nearly all of the respondents reported practicing 5Es of inquiry-based instruction in their secondary science classrooms. Further, a majority of respondents indicated that they had access to the factors that they considered extremely important to the practice of inquiry-based instruction. Conclusion: The differences between the practice and teaching environment of Connecticut teachers and those in other states may be related to at least three conditions. First, secondary science teachers in Connecticut are required to demonstrate an understanding of, and the ability to implement, inquiry-based instruction; the statewide assessment of student learning includes a component that evaluates competency in some inquiry skills, and survey respondents ranked classroom experience as the primary factor in informing their understanding of inquiry-based instruction.
- Published
- 2006
5. The Politics of Family Day Care: Legislatively What Can Be Done.
- Author
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Anderson, Elaine A.
- Abstract
A questionnaire designed to measure a number of topical issues regarding child care providers and child care provision was sent to all licensed family day care home providers in the state of Connecticut. The questionnaire focused on six major areas of investigation: the service provider's history in the area of day care, issues surrounding licensure, training and technical assistance, and providers' interaction with the state and district administration of family day care. Several questions were asked about the children under care and the families making use of it. The final section of the questionnaire focused on the family day care home providers themselves. Of 2,500 eligible participants, 800 were randomly selected for participation. A total of 386 completed questionnaires were returned. Results are discussed, and general policy recommendations in the areas of administration, legislation, and social science research are offered. (RH)
- Published
- 1981
6. School Bureaucracies and Family Acceptance of Educational Opportunity Programs.
- Author
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Dunmore, Charlotte J.
- Abstract
This paper attempts to show the dependence of an educational program for the maximum development of city children upon an effective communication system linking school bureaucracies and the families which they supposedly serve. The study is an empirical attempt to discover the nature of the families in a particular black ghetto in Hartford, Connecticut, and ascertain the critical factor in the decision of these families whether to accept a particular educational opportunity for their children, which was provided by a summer bussing program. A structured questionnaire, used to interview mothers in a randomly selected sample of 173 families containing school age children, was administered in the homes of respondents during July and August, 1966. Communication variables rather than social-psychological ones proved to be critical. These are: knowledge of the program; a school as the source of such knowledge; receipt of an application; receipt being from the school; and the involvement in other types of voluntary educational programs. (JM)
- Published
- 1969
7. Incorporating Patient-Reported Outcomes to Improve Emotional Distress Screening and Assessment in an Ambulatory Oncology Clinic.
- Author
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Chiang, Anne C., Buia Amport, Stephanie, Corjulo, Diane, Harvey, Katherine L., and McCorkle, Ruth
- Subjects
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PSYCHOLOGICAL stress , *OUTPATIENT medical care , *CANCER patient medical care , *FISHER exact test , *HEALTH care teams , *MEDICAL screening , *QUALITY assurance , *QUESTIONNAIRES , *SELF-evaluation , *STATISTICS , *PILOT projects , *DATA analysis , *WELL-being , *PRE-tests & post-tests , *DATA analysis software , *ELECTRONIC health records , *DESCRIPTIVE statistics , *DIAGNOSIS ,TUMORS & psychology - Abstract
Purpose: Assessment of distress and well-being of patients with cancer is not always documented or addressed in a clinical visit, reflecting a need for improved psychosocial screening. Methods: A multidisciplinary team completed process mapping for emotional distress assessment in two clinics. Barriers were identified through cause-and-effect analysis, and an intervention was chosen. Patient-reported outcomes were collected over 6 months using the validated National Comprehensive Cancer Network Emotional Distress Thermometer (EDT) paper tool. The American Society of Clinical Oncology Quality Oncology Practice Initiative (QOPI) measures were compared before and after intervention. Results: During 6 months, a total of 864 tools were collected from 1,344 patients in two ambulatory clinics (64%). Electronic medical record documentation of distress increased from 19.2% to 34% during the 6 months before and after intervention. QOPI measures showed an increase in emotional well-being documentation. Of 29 new and 835 return patients, 62% indicated mild distress (EDT, 0 to 3), 18% moderate (EDT, 4 to 6), and 11 % severe (EDT, 7 to 10). The average distress score of new patients was significantly higher than that of return patients (5.39 [n = 26] v 2.52 [n = 754]; P < .001). The top problems for patients with moderate and severe distress were worry, fatigue, pain, and nervousness; depression and sadness were particularly noted in patients reporting severe distress. Eleven percent of patients were referred to the social worker on site. Conclusion: A pilot intervention collecting Patient-reported outcomes in two ambulatory clinics led to increase in psychosocial distress screening followed by sustained improvement, indicated by both process and QOPI measures. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
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8. A pilot study to assess oral health literacy by comparing a word recognition and comprehension tool.
- Author
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Khan, Khadija, Ruby, Brendan, Goldblatt, Ruth S., Schensul, Jean J., and Reisine, Susan
- Subjects
ACADEMIC medical centers ,ORAL hygiene ,QUESTIONNAIRES ,RESEARCH funding ,PILOT projects ,HEALTH literacy ,DESCRIPTIVE statistics ,XEROSTOMIA - Abstract
Background Oral health literacy is important to oral health outcomes. Very little has been established on comparing word recognition to comprehension in oral health literacy especially in older adults. Our goal was to compare methods to measure oral health literacy in older adults by using the Rapid Estimate of Literacy in Dentistry (REALD-30) tool including word recognition and comprehension and by assessing comprehension of a brochure about dry mouth. Methods 75 males and 75 females were recruited from the University of Connecticut Dental practice. Participants were English speakers and at least 50 years of age. They were asked to read the REALD-30 words out loud (word recognition) and then define them (comprehension). Each correctly-pronounced and defined word was scored 1 for total REALD-30 word recognition and REALD-30 comprehension scores of 0-30. Participants then read the National Institute of Dental and Craniofacial Research brochure "Dry Mouth" and answered three questions defining dry mouth, causes and treatment. Participants also completed a survey on dental behavior. Results Participants scored higher on REALD-30 word recognition with a mean of 22.98 (SD = 5.1) compared to REALD-30 comprehension with a mean of 16.1 (SD = 4.3). The mean score on the brochure comprehension was 5.1 of a possible total of 7 (SD = 1.6). Pearson correlations demonstrated significant associations among the three measures. Multivariate regression showed that females and those with higher education had significantly higher scores on REALD-30 word-recognition, and dry mouth brochure questions. Being white was significantly related to higher REALD-30 recognition and comprehension scores but not to the scores on the brochure. Conclusions This pilot study demonstrates the feasibility of using the REALD-30 and a brochure to assess literacy in a University setting among older adults. Participants had higher scores on the word recognition than on comprehension agreeing with other studies that recognition does not imply understanding. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
9. Professional Preparation Regarding The Recognition And Treatment Of Exertional Heat Stroke: The Student Perspective.
- Author
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Mazerolle, Stephanie M., Pagnotta, Kelly D., Casa, Douglas J., Armstrong, Lawrence, and Maresh, Carl
- Subjects
HEAT stroke ,CONTENT analysis ,EXPERIENCE ,FOCUS groups ,GROUNDED theory ,HUMAN comfort ,INTERVIEWING ,MEETINGS ,QUESTIONNAIRES ,RESEARCH evaluation ,STATISTICAL sampling ,SCALE analysis (Psychology) ,SOUND recordings ,STUDENTS ,STUDENT attitudes ,CLINICAL competence ,TRAINING of athletic trainers ,QUALITATIVE research ,TEACHING methods ,THEMATIC analysis ,ACCREDITATION ,COLLEGE teacher attitudes ,MEDICAL coding ,DESCRIPTIVE statistics ,EDUCATION ,DIAGNOSIS ,THERAPEUTICS - Abstract
Context: Current evidence suggests rectal temperature(T
re ) and cold-water immersion (CWI) are the most effective means to diagnose and treat exertional heat stroke (EHS), respectively. Educators, clinicians, and students should be apprised of this evidence to guide their practice. Objective: Investigate what athletic training students (ATS) are learning regarding EHS, both in the classroom and clinical settings that may one day influence their practices as athletic trainers (AT). Design: Qualitative design using in-person focus groups. Setting: National meeting in San Antonio, Texas, 2009. Patients or Other Participants: Thirteen rising senior ATS in a Commission on Accreditation of Athletic Training Education (CAATE)-accredited athletic training education program. Data Collection and Analysis: Interviews were transcribed verbatim and analyzed using open coding techniques. Peer debriefing and multiple-analyst triangulation were used to ensure trustworthiness of the data. Results: Two higher order themes emerged from the data analysis: Lack of Experience and Educators' Influence. Lack of Experience summarizes the ATS lack of exposure, both in the classroom and in the clinical setting regarding the skills associated with EHS. It was apparent that the participant's lack of understanding of EHS was a direct result of a lack of time spent with the topic. The higher order theme of Educators' Influence highlights the role that educators play in influencing and shaping ATS retention of materials, competence, and future practice beliefs regarding EHS. Conclusion: A cyclic reaction occurs with regards to EBP that directly influences ATS. Until the cycle is broken, ATs will continue to struggle implementing best practices identified from research into clinical practice. [ABSTRACT FROM AUTHOR]- Published
- 2011
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